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'I'm the Author of This Paper': Collaboration and the Construct of Authorship in a First-Year English Course

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Title: 'I'm the Author of This Paper': Collaboration and the Construct of Authorship in a First-Year English Course
Language: English
Authors: Stratman, Jacob, Van Zee, Matthew
Source: CEA Forum. Sum-Fall 2008 37(2).
Availability: College English Association. Web site: http://www.cea-web.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2008
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Freshman Composition, Collaborative Writing, Cooperative Learning, Teaching Methods, Educational Practices, Learning Activities, College English, Curriculum Implementation
Geographic Terms: Wisconsin
ISSN: 0007-8034
Abstract: It is the scope of this article to present a theoretical framework for successful collaboration and our ideas on how it might be implemented in a first-year college composition classroom. We began by creating a collaborative assignment for our composition classes based on a very cursory understanding of successful collaboration. In light of this experience and our exploration of the theory, we argue that collaboration can be effective in the freshman writing course; however, conventions of successful collaboration must be taught and not just assigned. This article offers a means of doing just that.
Abstractor: As Provided
Number of References: 10
Entry Date: 2016
Accession Number: EJ1097628
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: 'I'm the Author of This Paper': Collaboration and the Construct of Authorship in a First-Year English Course
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  Data: It is the scope of this article to present a theoretical framework for successful collaboration and our ideas on how it might be implemented in a first-year college composition classroom. We began by creating a collaborative assignment for our composition classes based on a very cursory understanding of successful collaboration. In light of this experience and our exploration of the theory, we argue that collaboration can be effective in the freshman writing course; however, conventions of successful collaboration must be taught and not just assigned. This article offers a means of doing just that.
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      – SubjectFull: Wisconsin
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